To tell the difference, it is necessary to look into the brain of a sleeping person, and that is hard. But after a decade of painstaking work, a team led by Pierre Maquet at Liege University in Belgium has managed to do it. The particular stage of sleep in which the Belgian group is interested in is rapid eye movement sleep, when brain and body are active, heart rate and blood pressure increase, the eyes move back and forth behind the eyelids as if watching a movie, and brainwave traces resemble those of wakefulness. It is during this period of sleep that people are most likely to relive events of the previous day in dreams.
Dr. Maquet used an electronic device called PET to study the brains of people as they practiced a task during the day, and as they slept during the following night. The task required them to press a button as fast as possible, in response to a light coming on in one of six positions. As they learnt how to do this, their response times got faster. What they did not know was that the appearance of the lights sometimes followed a pattern what is referred to as artificial grammar. Yet the reductions in response time showed that they learnt faster when the pattern was present than when there was not.
What is more, those with more to learn have more active brains. The editing theory would not predict that, since the number of irrelevant stimuli would be the same in each case. And to eliminate any doubts that the experimental subjects were learning as opposed to unlearning, their response times when they woke up were even quicker than when they went to sleep.
The team, therefore, concluded that the nerve connections involved in memory are reinforced through reactivation during REM sleep, particularly if the brain detects an inherent structure in the material being learnt. So now, on the eve of that crucial test, maths students can sleep soundly in the knowledge that what they will remember the next day are the basic rules of algebra and not the incoherent talk from the radio next door.
26.Researchers in behavioral psychology are divided with regard to_______
[A] how dreams are modified in their courses.
[B] the difference between sleep and wakefulness.
[C] why sleep is of great benefit to memory.
[D] the functions of a good nights sleep.
27.As manifested in the experimental study, rapid eye movement is characterized by_______
[A] intensely active brainwave traces.
[B] subjects quicker response times.
[C] complicated memory patterns.
[D] revival of events in the previous day.
28.By referring to the artificial grammar, the author intends to show_______
[A] its significance in the study.
[B] an inherent pattern being learnt.
[C] its resemblance to the lights.
[D] the importance of nights sleep.
29.In their study, researchers led by Pierre Maquet took advantage of the technique of_______
[A] exposing a long-held folk wisdom.
[B] clarifying the predictions on dreams.
[C] making contrasts and comparisons.
[D] correlating effects with their causes.
30.What advice might Maquet give to those who have a crucial test the next day?
[A] Memorizing grammar with great efforts.
[B] Study textbooks with close attention.
[C] Have their brain images recorded.
[D] Enjoy their sleep at night soundly.
《What’s the matter?》案例分析
小学英语第一册 Unit1 Lesson 6 教学随笔
纸上谈兵也精彩
教学后记记什么
充分利用新教材,提高学生写作能力
浅谈如何提高初中学生学习英语的自信心
浅谈小学高年级英语课堂中的读
英语阅读训练“三路优选”
牛津英语一年级第二学期Unit2教学随笔
初中合作英语学习
с╒сО╫ля╖╥╢к╪ж╝хЩ
牛津英语二年级第二学期Unit2教学随笔
读新课标有感--小学英语课堂教学的几点体会
教学随笔—— Rhyme 在英语课堂中的运用
小学教学存在的几个难点
新课程背景下英语课堂教学初探
农村中学生英语听力的障碍与对策
“先故事后词汇”的教学优势
记忆英语单词的20种方法
英语教学随笔之九
浅议英语教学改革的现实思考
让游戏融入英语教学中
初中英语教学中如何实施有效性教学
浅谈高职院校英语教学的方法及改革
浅谈差生的转化
让学生“活”起来,让课堂“动”起来
英语教学随笔--教学与归纳
小学英语PEP7《where is the science museum》教学随笔
小学英语教学随笔
英汉存在句与思维习惯研究
不限 |
英语教案 |
英语课件 |
英语试题 |
不限 |
不限 |
上册 |
下册 |
不限 |